Alignment: Overall Summary

The instructional materials for My Math Florida Kindergarten partially meet the expectations for alignment. The instructional materials meet expectations for Gateway 1, focus and coherence, by focusing on the major work of the grade and being coherent and consistent with the Standards. The instructional materials partially meet the expectations for Gateway 2, rigor and practice-content connections. The instructional materials meet the expectations for the criterion on rigor by reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations by giving appropriate attention to the three aspects of rigor. There are missed opportunities in the materials when it comes to attending to the full meaning of the Standards for Mathematical Practice. Overall, the instructional materials attend to the specialized mathematical vocabulary and identify and partially integrate the practice standards.

The Report

Gateway One

Focus & Coherence

Meets Expectations

The instructional materials for My Math Florida Kindergarten meet the expectations for Gateway 1, focus and coherence. Assessments represent grade-level work, and items that are above grade level can be omitted or modified. Students and teachers using the materials as designed would devote a majority of time to the major work of the grade. The materials are coherent and consistent with the standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials do not assess topics from future grade levels. The instructional materials do contain assessment items that assess above grade-level content, but these can be omitted or modified in the digital assessment suite.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.

The instructional materials reviewed for My Math Florida Kindergarten meet expectations for assessing grade-level content. There are no assessment items that assess probability, statistics, and similarity/congruence.

In the Florida Assessment Guide for My Math Florida, there are four types of year-long assessments and implementation suggestions (pages iv-v).

Countdown to FSA contains 20 weeks of two-page practices with five problems each.

Chapter tests contain problems that assess all of the standards presented in the chapter.

Performance Tasks for each chapter measure students’ abilities to integrate knowledge and skills across multiple standards.

Benchmark Assessments address content prior to the assessment point and include a performance task.

The materials in the print Florida Assessment Guide for My Math Florida cannot be edited; however, assessments on the digital platform can be edited. The following assessment items from the print Florida Assessment Guide assess above grade-level content but can be omitted or modified in the digital platform:

Criterion 1b

The instructional materials for My Math Florida Kindergarten meet the expectations for spending a majority of class time on major work of the grade when using the materials as designed. Time spent on the major work was figured using chapters, lessons, and days. At least 65 percent of the time is spent on the major work of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials spend a majority of class time on the major clusters.

The approximate number of chapters devoted to major work of the grade (including assessments and supporting work connected to the major work) is seven out of 12, which is approximately 58 percent.

The number of lessons devoted to the major work of the grade (including review days and supporting work connected to the major work) is 69 out of 104, which is approximately 66 percent.

The number of days in the materials is the same as the number of lessons, so a count of days devoted to major work of the grade would be the same as the count of lessons.

The amount of minutes in the materials is the same in each lesson, so the percentage of minutes devoted to major work of the grade would be the same as the percentage of lessons.

A lesson-level analysis is most representative of the instructional materials, as the lessons include major work, supporting work connected to major work, and review days embedded within each topic. As a result, approximately 66 percent of the instructional materials focus on the major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials are coherent and consistent with the standards. The materials represent a year of viable content, and teachers using the materials would give their students extensive work in grade-level problems, with 86 of 89 lessons representing grade-level work. Materials describe how the lessons connect with the grade-level standards and with prior and future standards. Overall, coherence and consistency of the standards is achieved in My Math Florida Kindergarten.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The instructional materials for My Math Florida Kindergarten meet the expectations that supporting content enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials do not miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does engage students in the major work of Kindergarten.

In Chapter 9, Lesson 5, Classifying Objects, students must count objects (K.CC) in order to classify objects into groups.

In Chapter 8, Lesson 3, Measurement, students must count objects (K.CC) in order to estimate lengths of objects.

In Chapter 11, Lesson 2, Two-Dimensional Shapes, students must count (K.CC) vertices and sides of objects.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.

The instructional materials for My Math Florida Kindergarten meet the expectations that the amount of content designated is viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190 days.

There are 160 days of instruction/assessment.

Each lesson is designed for one day of instruction.

Chapter assessments and reviews are calculated to take two instructional days per chapter.

Each chapter also has remediation activities, enrichment activities, and chapter projects available.

Indicator 1e

Materials are consistent with the progressions in the Standards
i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work
ii. Materials give all students extensive work with grade-level problems
iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials are consistent with the progressions in the standards. Content is clearly identified, there are extensive grade-level problems, and concepts are explicitly related to prior knowledge.

The materials develop according to grade-by-grade progressions in the standards and are clearly identified and related to grade-level work.

Each chapter identifies how students will apply current learning to the next chapter and also in the next grade. For example, in Chapter 1, students are working on numbers 0-5. In Chapter 2, students will be learning to count, represent, and name number objects up to 10. (K.CC.1.1) This standard progresses to the Grade 1 standard, where students will be learning to read and write numerals and represent a number of objects with a written numeral up to 120 (Teacher Edition, 1F).

Each lesson shows coherence by identifying which standard is being taught now and how it connects to the standard being taught in the next grade.

There is no content from prior or future grade levels.

The major work of the grade is found within the first seven chapters, and supporting work is found in the last five chapters.

Each chapter has a page titled “What’s in this chapter?” This page explains the skills associated with each MAFS standard that is included within the chapter. An example of this can be found in Chapter 1, page 1F.

Each chapter contains a section that explains what happened before, now, and next with each of the standards. An example of this can be found in Chapter 1, page 11A.

The Teacher Edition has a page at the beginning of each chapter that shows what information the student should know before the chapter and also shows the progression to what standard will be taught in the next unit.

The materials give all students extensive work with grade-level problems.

There are 89 lessons over approximately 160 days.

86 of the lessons provide work with grade-level problems.

Two lessons address ordinal numbers, and one lesson addresses creating patterns, both of which are concepts that are not in the standards.

Students are given time to explore and explain or problem solve in the beginning of all lessons.

Lessons include sections that give students time to have extensive practice in the standards and also for the teacher to formatively assess students' learning.

There are many supplemental lessons in the digital companion Teacher Edition to provide more extensive work on a standard if needed.

Differentiated Instruction activities are available in the Teacher Edition for students who are approaching level, on level, and beyond level.

In the Teacher Edition, each chapter contains a section called "What's the Math in this Chapter?" with information on what students should already know prior to entering Kindergarten. An example can be found on Chapter 1, page 1F.

Each lesson in the chapter has a clearly identified section on coherence which states prior knowledge needed using the MAFS language. An example of this can be found in Chapter 1, on page 11A.

Each chapter begins with a Readiness Quiz. This quiz can be taken in the Student Edition under "Am I Ready?" or in the digital companion.

Each lesson begins with a review problem of the day that addresses prior knowledge; for example: Chapter 5, page 339B.

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards
i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.
ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials foster coherence through connections at a single grade level. Overall, the materials do include learning objectives that are visibly shaped by the MAFS cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.

The Chapter Overview of the Teacher Edition identifies each lesson as major, supporting, or additional work, and the learning objective is listed. For example, Chapter 1 focuses on major work of Counting and Cardnality. Lesson 1 has students counting 1, 2, and 3, then Lesson 2 has students writing 1, 2, and 3.

Each lesson identifies the domain, cluster, objective, and any additional objectives that are addressed in the lesson.

Materials include problems and activities which serve to connect two or more clusters in a domain or two or more domains in a grade.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

The instructional materials for My Math Florida Kindergarten partially meet the expectations for rigor and mathematical practices. The instructional materials meet the expectations for the criterion on rigor and balance and partially meet the expectations for the criterion on practice-content connections. Overall, the instructional materials attend to the language of mathematics but do not fully attending to the meaning of each practice standard.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.

The instructional materials reviewed for My Math Florida Kindergarten meet the expectations for rigor and balance. The instructional materials give appropriate attention to conceptual understanding and procedural skill and fluency. Application is appropriately addressed, and the materials address these three aspects with balance, not always treating them separately and not always together. Overall, the instructional materials help students meet rigorous expectations by developing conceptual understanding, procedural skill and fluency, and application.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The content in Chapters 1 and 4 through 6 address standards that are explicitly outlined as conceptual standards. (K.CC.2.4 and K.NBT.1.1)

The majority of lessons have a section called “Investigate the Math” which targets conceptual understanding. This is contained in the online lesson presentation.

All lessons in the series have a section called “Talk Math” which targets conceptual understanding. This is contained in the online lesson presentation.

In the Student Edition, some of the lessons begin with an "Explore and Explain" section which targets conceptual understanding.

There is limited time spent on conceptual understanding of numbers. For example, understanding 0 to 5 only has 15 days of instruction, and only two of those lessons, Lessons 1 and 3, actually deal with conceptual understanding.

Chapter 1, Lesson 2, Brain Builders, the picture on the page has a soup pot and the directions are to “Draw one tomato in the pot. Write the number two times. Draw one potato in the pot. Write the number two times. Draw two carrots in the pot. Write the number two times. Draw three onions in the pot. Write the number two times. Draw an X on three objects in the pot.” Students are developing conceptual understanding by representing objects and connecting those to numbers.

Chapter 3, Lesson 4, Brain Builders, Item 7, the page contains two ten frames with five spaces filled, and students are directed to show sixteen.

Chapter 5, Lesson 7A, Brain Builders, an empty basket is shown on the page, and below the basket is the beginning of an equation "10 = ______+______. Miles has strawberries and blueberries in his basket. He has 10 pieces of fruit in all. Draw strawberries and blueberries to show each group.” After finishing the problem, the students compare with a friend and discuss why there is more than one possible answer.

Chapter 11, Lesson 2, Brain Builders, “Identify the circles and triangles on the fruit pizza by coloring the circles green and the triangles orange. Explain to a friend how you can tell the difference between a triangle and a circle.”

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

The instructional materials for My Math Florida Kindergarten partially meet the expectations for giving attention throughout the year to individual standards to set an expectation of procedural skill and fluency. Lessons contain some examples of fluency practice pages.

Lessons contain few examples with fluency practice pages.

In the Student Edition, K.OA.5 is addressed in Chapters 5 and 6. For example, see Chapter 5, pages 339-344, and Chapter 6, pages 415–420.

Homework does not contain multiple opportunities for students to practice fluency.

A “Fact Dash” game is available online with the student login to practice fluency. Students can select the operation and number facts.

The online Teacher Edition has fluency pages available for printing.

“Sail through the Math” is an app game for fluency and is available for purchase ($1.99).

Eight lessons out of 89 address K.OA.1.5 (Fluently add and subtract within 5) and are in Chapters 5 and 6, which does not provide enough time to become fluent.

Procedural skills and fluency are present in the majority of the lessons in "Model the Math" (TE 43B).

Daily practice of counting /counting sequences is not provided in the materials.

In the Student Edition, fluency practice to write numbers is present in many lessons.

Math standard K.CC.1.1 (Count to 100 by ones and tens) is addressed in 11 lessons out of 88 in Chapters 1, 2, and 3. With counting to 100 by ones and tens being a required fluency for Kindergarten, 11 lessons are insufficient.

The cluster K.OA.1 (Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from) has 13 lessons out of 88 that address the standard and are all in Chapters 2 and 3.

Procedural skills such as writing numbers are present in most of the lessons.

Within the Connect Ed website, there are more opportunities to give fluency, but they are difficult to find.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade

The instructional materials for My Math Florida Kindergarten meet the expectations for being designed so teachers and students spend sufficient time working with engaging applications of the mathematics without losing focus on the major work.

The majority of lessons include a section called "Explore and Explain” which uses real-world problems to introduce concepts. For example, see Chapter 1, Lesson 5, page 35 and Chapter 8, Lesson 1, page 489.

While “Real-World Problem-Solving Readers” are available to provide additional problems, they were not reviewed by EdReports.org. They are not included in the basic package with the Student and Teacher Editions, and were therefore considered supplementary.

In the online portion, several chapters include “Project-Based Learning” which has students applying mathematics to real-world situations.

Brain Builders and Performance Events sometimes provide additional opportunities for students to engage in the applications of mathematics. Examples Include:

Chapter 3, Performance Event is divided into five parts, with each part related to visiting a sporting goods store. Part B: “Count the baseballs. Write the number.” There is a picture of baseballs on the page.

Chapter 5, Lesson 1, Brain Builders, students have a page with two teeter totters. Teachers share the following problem with students, and students are told to use counters to model the story: “Two children are playing on the teeter-totters. Two more children join them. Write the numbers. How many are there in all? Three children are playing on the teeter-totters. One more child joins them. Write the numbers. How many are there in all? Tell a friend how many children are on both teeter-totters in all. Explain how you found the answer.”

Chapter 6, Lesson 1, Brain Builders, the student page shows three dog bowls with food, and students listen to subtraction stories read by their teacher. Students use counters to model the stories and then write the answer on the page.

Chapter 10, Performance Event is divided into four parts, with each part relating to different animals. Part A: “How many animals are above the bed? Circle them. Write the number.”

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.

The instructional materials for My Math Florida Kindergarten meet the expectations for balance. Overall, the three aspects of rigor are neither always treated together nor always treated separately within the materials, and there is a balance of the three aspects of rigor within the grade.

At the beginning of each lesson, a "Rigor" section exists to identify levels of complexity by problem or exercise number. For example, Chapter 3, Lesson 8 has two workbook pages for conceptual learning (understand concepts), one workbook page for fluency/procedural skill (apply concepts), and one workbook page for application (extend concepts).

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice

The instructional materials for My Math Florida Kindergarten partially meet the expectations for practice-content connections. The materials meet expectations for identifying the practice standards and explicitly attending to the specialized language of mathematics. However, the materials only partially meet the expectations for attending to the full meaning of each practice standard and engaging students in mathematical reasoning.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.

The instructional materials for My Math Florida Kindergarten meet the expectations for identifying the Standards for Mathematical Practices (MPs) and using them to enrich mathematics content within and throughout Kindergarten. Overall, the instructional materials do not over-identify or under-identify the MPs, and they are used within and throughout the grade.

Indicator 2f

The instructional materials for My Math Florida Kindergarten partially meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the instructional materials carefully attend to the full meaning of some of the practice standards but not for all of them. The full meaning of each practice standard is not consistently addressed. For example:

Indicator 2g.i

The instructional materials reviewed for My Math Florida Kindergarten partially meet the criteria that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

The materials offer some opportunities for students to share their thinking and analyze the thinking of others; however, there are frequent instances where something labeled as MP3 does not require the students to share thinking and/or analyze the thinking of others.

Examples where students are asked to justify their thinking or the reasoning of others:

Chapter 2, Lesson 4, Problem of the Day, “Look at the bears. Use counters to show how many bears. Count how many bears. Write the number.” Construct Arguments, “Have students explain to a classmate how they decided how many bears were in the group. Instruct the classmate to tell if the student’s explanation is reasonable.”

Chapter 5, Lesson 3, Problem of the Day asks students to "use color tiles to show a way to make 10 bears. Write the numbers." Check for Reasonableness, “Listen to a classmate as he or she explains how the color tiles were used to make 10. Discuss with your classmate how their answer does or does not make sense. Switch roles and discuss your way to make 10.”

Chapter 11, Lesson 1, Problem of the Day states, “Sort the dogs one way. Then resort the dogs another way. Explain how you sorted the dogs, then how you sorted them another way.”

There are instances where problems and questions are labeled as MP3, but students do not construct arguments or analyze the arguments of others. For example:

Chapter 1, Lesson 5, Talk Math: Collaborative Conversation, “In a game of soccer, if one team has zero points and the other team has five points, which team is losing the game?”

Chapter 2, Lesson 3, Talk Math: Collaborative Conversation, “Count a column of seven blocks from top to bottom. Will there be more blocks if we count them from bottom to top? Explain.”

Chapter 3, Lesson 1, Talk Math: Collaborative Conversation, “How is the number 12 different from the number 11?” This goes along with the guided practice page. Students are shown ten frames with 11 and 12 objects.

Chapter 5, Lesson 6, Practice the Strategy, “Why is it important to check your work?”

Chapter 6, Lesson 4, Talk Math: Collaborative Conversation, “Show students a subtraction number sentence and an addition number sentence. What symbol is in both an addition and a subtraction number sentence? How do you know whether to add or subtract? Explain.”

Chapter 12, Lesson 1, Talk Math, “Show students a square paper cutout. If this shape was in the row of objects in Exercise 4 would it be circled? Explain.”

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.

The instructional materials reviewed for My Math Florida Kindergarten partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials do not consistently assist teachers in having students construct viable arguments or analyze other students' arguments.

The content in Chapter 4, Lessons 1 and 8 and in Chapter 8, Lesson 2 provide opportunities for students to construct arguments.

The content in Chapter 2, Lesson 6, pages 339A and 457 – 458 provide opportunities for students to construct an argument and analyze the arguments of others.

The content in Chapter 10, Lesson 2, pages 623B, 629 – 630, and 693 – 694 does not provide opportunities for students to construct arguments or analyze the arguments of others as stated in the Teacher Edition.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.

The instructional materials for My Math Florida Kindergarten meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics that is consistently present throughout the materials.

The special language of mathematics is a strength of the series.

Individual vocabulary cards are found at the beginning of each chapter in the Student Edition.

Vocabulary checks are included in some homework assignments. For example, see Chapter 3, page 172.

Vocabulary assessments can be created online.

Virtual word walls are available online.

“Match the Pairs” is an interactive vocabulary component.

“Check my Progress” assesses vocabulary.

Each chapter begins with a foldable which supports vocabulary development.

“My Math Words” is at the beginning of some chapters. For example, see Chapter 5, Lesson 1, page 325A TE.

The Teacher, Student, and online editions contain extensive glossaries in English and Spanish.

Gateway Three

Usability

Not Rated

This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.

N/A

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.

N/A

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.

N/A

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

N/A

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

N/A

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.

N/A

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

N/A

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.

N/A

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.

N/A

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).

N/A

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

N/A

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

Criterion 3m - 3q

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.

N/A

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.

N/A

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

N/A

Indicator 3p

Materials offer ongoing formative and summative assessments:

N/A

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.

N/A

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

N/A

Indicator 3q

Materials encourage students to monitor their own progress.

N/A

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

N/A

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.

N/A

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

N/A

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).

N/A

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.

N/A

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.

N/A

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.

N/A

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.

N/A

Criterion 3z - 3ad

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.

N/A

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.

N/A

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.

N/A

Indicator 3ac

Materials can be easily customized for individual learners.
i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.

N/A

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

The publisher has not submitted a response.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

Indicator Specific item that reviewers look for in materials.

Criterion Combination of all of the individual indicators for a single focus area.

Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.

Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

Focus and Coherence

Rigor and Mathematical Practices

Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.